This paper tells a story about the design, development and impact of a post-graduate Masters-level module aimed at (1) enabling groups of teachers within schools to develop innovative approaches to teaching and learning on the basis of their own Lesson Studies and (2) creating a school network of excellence for Lesson Study in the area as a…

In this article, we study the academisation of the teaching profession in Sweden, which follows contemporary trends in other Nordic and European countries. The specific aim was to analyse 14 reports written by researching teachers enrolled in a master's programme to investigate how they perceive, interpret and value academic and professional…

The central focus of this multilayered educational action research project was three-fold: (1) to provide opportunities for public school student leadership activities grounded in participatory and youth participatory action research; (2) to support a group of teacher-researchers in practicing and innovating in participatory action research…

This study examined the professional and personal transition undergone by eight experienced early childhood (EC) teachers after completing their graduate studies. The data were collected through interviews and online communication. Three main categories arose in the qualitative content analysis of the text: (1) personal process of change; (2)…

The purpose of this paper is to discuss the refocusing of traditional pre-service/post-graduate education programs using the Collaborative Responsive Education Mentoring Model (CREMM). This mentoring model is particularly relevant as serviced-focused and less research intensive universities shift their mission and purpose of teaching to a…

Research experiences for teachers (RET) programs report benefits to teachers and students. RET programs aim to give teachers authentic science research experiences based on the premise that these experiences will improve science instruction. Specifically, many programs require teacher development of lessons and units to help translate the…

This article draws on an analysis of relevant research and an illustrative case study of one teacher educator's learning to debate how well-framed practitioner research might give some ways forward in devising appropriate professional learning provision for teacher educators entering Higher Education from work in schools. One of the starting…

Offers suggestions on how the scholarship of teaching could be built into graduate and faculty development programs, and introduces a model that could serve as a framework for courses on learning to teach in higher education. (EV)

This paper describes how one graduate student in a master's degree program for mathematics teachers moved from a state of confusion and anxiety to confidence in herself as a teacher researcher via a three-way collaboration among the teacher, her university professor, and her school supervisor. The second semester of her year-long Research in…

Three education professors returning to the classroom as students in a graduate course on research methods analyze the experience through a collaborative project in which they examined themselves as researchers. Recommendations are offered about the use of such collaborative reflection as a means of professional development. (MSE)

This report presents a teacher-based action research model for preparing classroom teachers to assume leadership roles in educational reform. A task force, convened in 1995 at one college, identified critical characteristics for integrating professional development and university requirements for a graduate degree. It evolved into a reflective…

This paper presents a summary of four research projects implemented by teachers who are graduate students and underlines paradoxes faced by each on how to grapple with the difficulty of reconciling the top-down change approach that their university program trains them in with the bottom-up approach called action research. The tensions created by…

This booklet offers a brief history of teacher lore, examines its theoretical bases, and summarizes its professional value, discussing how preservice teachers, inservice teachers, and others can use teacher lore for professional development. Teacher lore, or teacher narrative, includes fiction and nonfiction, oral storytelling, print, film,…

Describes one university's Field Based Masters Program. Designed around intact cohorts of experienced teachers who meet weekly over two years, the program involves integrated curriculum and action research projects. The paper describes how group process and collaboration are integral to teachers' learning experiences and ongoing professional…